Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

Abstract

This descriptive-correlational study determined the extent of teaching strategies used by teachers to improve the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu in terms of Instructional Strategies and Classroom Practices, Individualized Support and Student Engagement, and Assessment and Feedback Practices during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Teacher-respondents involved in this study are mostly female, married, within 31 years old & above, and mostly have 5 years & below of length of service; 2) On the average, teaching strategies to improve the academic performance of pupils are frequently used by teachers; 3) Generally, except for age, other variables such as gender, civil status, and length of service do not influence the ways how elementary school teachers assessed the extent of teaching strategies to improve the academic performance of pupils; 4) Group of teacher-respondents who generally perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Instructional Strategies and Classroom Practices as Frequently Used may probably be the same group of teacher-respondents who perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Individualized Support and Student Engagement and Assessment and Feedback Practices as Frequently Used, respectively; and 5) This particular study tends to support Constructivist Learning Theory (Piaget, 1970) which emphasizes the importance of active student engagement and hands-on learning experiences.